Belonging, school support and communication: Essential aspects of school success for students with cerebral palsy in mainstream schools

被引：10
作者：
Bourke-Taylor, Helen [1 ]
Cotter, Claire [2 ]
Johnson, Lindy [3 ]
Lalor, Aislinn [1 ]
机构：
[1] Monash Univ, Occupat Therapy Dept, Sch Primary & Allied Hlth Care, Level 4,Bldg G,Peninsula Campus,McMahons Rd, Frankston, Vic 3199, Australia
[2] Cerebral Palsy Educ Ctr, Beacon St, Glen Waverley, Vic 3150, Australia
[3] Royal Childrens Hosp, Flemington Rd, Melbourne, Vic 3052, Australia
来源：
TEACHING AND TEACHER EDUCATION | 2018年 / 70卷
关键词：
Inclusion; Inclusive practices; Students with disability; Cerebral palsy; Parents; CLASSIFICATION-SYSTEM; CHILDREN; PARTICIPATION; EDUCATION; DISABILITIES; ENVIRONMENT; EMPLOYMENT; INCLUSION; OUTCOMES; ACCESS;
D O I：
10.1016/j.tate.2017.11.016
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Purpose: Investigate successful school experiences for students with cerebral palsy (CP); identify and describe learning and participation at school. Methods: A phenomenologically-informed qualitative study using in-depth interviews with students (n = 7), parents (n = 11), teachers (n = 10), principals (n = 9), and allied health (n = 10) was conducted to investigate multiple perceptions. Thematic analysis occurred within and between groups. Results: Three themes were identified: Students belong and benefit; Classroom enablers that help; Communication is crucial. Conclusions: Students' school experiences are enhanced by innovative classroom solutions that support classroom learning and involvement. Students rely on a diverse team that communicate well and implement individualised solutions that enable success. (C) 2017 Elsevier Ltd. All rights reserved.
引用
收藏
页码：153 / 164
页数：12
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